Understanding the principles and practices of assessment OCR unit number 1 Sector unit number 1 Level: 3 Credit value: 3 Guided learning hours: 24

Transcription

1 Unit Title: Understanding the principles and practices of OCR unit number 1 Sector unit number 1 Level: 3 Credit value: 3 Guided learning hours: 24 Unit purpose and aim The aim of this unit is to assess the learning and development practitioner s knowledge and understanding of the principles and practices of. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning Outcomes Assessment Criteria Exemplification The Learner will: The Learner can: 1. Understand the principles and requirements of 1.1 Explain the functions of in learning and development When explaining the functions of learners may consider: why is carried out what its purpose is what it is measuring what are the anticipated outcomes. 1.2 Define the key concepts and principles of 1.3 Explain the responsibilities of the assessor Learners may consider whether is fair reliable valid safe and manageable suitable to the candidate needs Learners may consider that each aspect is explained: planning assessing feeding back including when the outcome is to move forward onto the next OCR

2 objective and also when the objective has to be revisited. 2. Understand different types of method 3. Understand how to plan 1.4 Identify the regulations and requirements relevant to in own area of practice 2.1 Compare the strengths and limitations of a range of methods with reference to the needs of individual learners 3.1 Summarise key factors to consider when planning Company and industry rules and regulations Learners may identify methods of and give a good and a bad point about it. E.g. observation, authentic and low disruption to candidates workplace, but very demanding on the assessors time Learners may identify the key factors and summarise why each factor has to be considered. E.g: Is the candidate ready? Suitable time Convenience for the workplace suitable place 3.2 Evaluate the benefits of using a holistic approach to 3.3 Explain how to plan a holistic approach to benefits of using a holistic approach. E.g: observations the opportunity to observe another unit or aspect of the candidates qualification as it naturally happens; using time efficiently. documentation and the candidate involvement 3.4 Summarise the types of risks that may be involved in in own area of responsibility Risks, for example, in construction may be covered in: health and safety, training requirements 2 OCR 2010

3 qualifications, licenses tool box talks authorisation risk s equipment etc 4. Understand how to involve learners and others in 3.5 Explain how to minimise risks through the planning process 4.1 Explain the importance of involving the learner and others in the process correct legislation policies and procedures etc are outlined in the planning. Examples would be appropriate. following areas: Motivation Greater range of experience and understanding Expert witnesses 4.2 Summarise types of information that should be made available to learners and others involved in the process Learners may explain why these types of information are necessary Documentation Policies Procedures Skills analysis outcomes Others 4.3 Explain how peer and self- can be used effectively to promote learner involvement and personal responsibility in the of learning Development of analytical skills Greater understanding of the specifications Self reflection of own performance 4.4 Explain how arrangements can be adapted to meet the needs of individual learners Time consideration, work/shift patterns etc Confidentiality issues, greater use of expert witnesses OCR

4 Consideration of learning styles and particular learning needs Variation of methods 5. Understand how to make decisions 5.1 Explain how to judge whether evidence is: sufficient authentic current Learners may include in their explanation: Are the requirements met and how do you know? Is the work that of the candidate and how do you know? Have the working practices around that activity changed since the evidence was produced? 5.1 Explain how to ensure that decisions are: made against specified criteria valid Reference to the specifications throughout the decision Accurately measuring, using a method that suits the situation reliable That the same result will occur regardless of who is assessing and when the decision takes place fair That equality and diversity and individual needs have been considered 4 OCR 2010

5 6 Understand quality assurance of the process 6.1 Evaluate the importance of quality assurance in the process Learners may include the following areas of quality assurance in their explanation: Observation candidate interview examination of products standardisation 6.2 Summarise quality assurance and standardisation procedures in own area of practice Learners may include: internal procedures QCF and Awarding Institute guidelines 7 Understand how to manage information relating to 6.3 Summarise the procedures to follow when there are disputes concerning in own area of practice 7.1 Explain the importance of following procedures for the management of information relating to Learners may include: coverage of internal and external procedures, including the appeals procedure When explaining, learners may consider: the NVQ Code of Practice 2006 Regulatory arrangements for the QCF 2008 Company Policies and Procedures Awarding Institutes Policies and Procedures 7 Understand the legal and good practice requirements in relation to 7.2 Explain how feedback and questioning contribute to the process 8.1 Explain legal issues, policies and procedures relevant to, including those for confidentiality, health, safety and welfare Learners may consider a circle of e.g. plan, assess, feedback, develop and how these all fit together Data Protection Child Protection Safe Guarding Equal opportunities OCR

6 8.2 Explain the contribution that technology can make to the process Consideration should be given to the types of technology available and the ways in which it can be used. E.g. video conferencing a meeting, computer-based/on-line testing 8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to Learners may consider what the requirements are and how they best apply to. 8.4 Explain the value of reflective practice and continuing professional development in the process increased depth of understanding the process of and the identification of gaps in knowledge and understanding. Assessment All learning outcomes in this unit must be assessed using methods appropriate to the of the knowledge and understanding. Evidence requirements These must be valid, authentic and sufficient evidence for all the criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or criterion. National Occupational Standards (NOS) mapping/signposting LLUK Standard 9 Assess learner achievement NOS can viewed on the relevant Sector Skills Council s website or the Occupational standards directory at 6 OCR 2010

7 Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills. Functional Skills Standards English Mathematics ICT Speaking and Listening Representing Use ICT systems Reading Analysing Find and select information Writing Interpreting Develop, present and communicate information Additional information For further information regarding administration for this qualification, please refer to the OCR document Admin Guide: Vocational Qualifications (A850) on the OCR website OCR